HyFlex Students’ Participation Patterns and Their Relationships With Academic Performance and Basic Psychological Need Satisfaction

• In Event: Persistence in Online Learning Environments

Abstract

In a HyFlex course at a southeastern U.S. university that offers students in-person, synchronous online, and asynchronous learning options, we explored participation patterns and their relationships with academic performance and students’ psychological needs satisfaction. Results indicated that asynchronous participation was the most common but negatively correlated with course grades, while in-person attendance positively correlated performance and satisfaction of the need for competence. Synchronous online participation also showed a positive correlation with course performance. The findings provide empirical support for the efficacy of synchronous participation modes in HyFlex and highlights potential challenges associated with asynchronous participation, offering valuable insights for optimizing HyFlex course design to improve student engagement and success.

Authors

• Holly Hapke, University of Kentucky

• Kun Huang, University of Kentucky

• Anita Lee-Post, University of Kentucky